Background: Students with school attendance problems, not only run the risk of failing school, but they also run an increased risk of psychosocial problems in adulthood. Therefore, it is important to pay attention to what can be done early, before the more extensive problems have developed. Through the school social work, it is possible to analyse the entire context around school attendance and school attendance problems. Objectives: To present what has emerged in previous research regarding school counselors’ health promotion and prevention work to increase school attendance and prevent school attendance problems among students in elementary school. Method: Scoping review Eligibility criteria: Publications were selected according to PRISMA ScR guidelines. Sources of evidence: Peer-reviewed articles Charting methods: A qualitative content analysis based on a systems theory approach is presented in both tables and text. The analysis was based on the results and conclusion of the included articles and was described through a categorization against the objectives and different system levels. Results: The school counselors work to strengthen relationships and cooperation between students, parents, school staff and other actors, as well as by offering various types of targeted interventions or prevention programs. Conclusions: School counselors’ work consists largely of remedial actions. It is unfortunate since health promotion and prevention work at different levels in the system is important to reduce school attendance problems. The cooperative role of school counselors and their system-oriented thinking contributes to relationship building, and a holistic view of school attendance and school attendance problems.

M. Tech. Education / The aim of the study is to identify the causes and challenges incurred from late coming in some selected high schools around Soshanguve with a view to providing solution to the problem within the province. Interviews were conducted with all the participants with the use of structured questionnaire and a review of document (class attendance records and late coming records book). The participants were also observed in their natural settings. Participants in the study were leaners from Grades 7 - 12, educators and principals from the selected schools.

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to determine if the successful aspects of alternative schools aimed at retaining potential high school dropouts could be conducted in the traditional school setting with similar results. The study explored the effect of career education, individual counseling and weekly progress monitoring on how long potential high school dropouts will remain in school. The experimental hypotheses were focused around the following research problems. The first question was "Does the combination of career education, individual counseling and weekly progress monitoring have a more significant effect than weekly counseling and weekly progress monitoring or just weekly monitoring." The second research question asked, "Do the previous methods of intervention significantly effect how many classes students complete." The third question was "Does career education have a more significant effect on females." The fourth question was "Does career education have a more significant effect on Mexican-American males." The research design included three groups of potential high school dropouts who were randomly assigned to three treatment levels. There were two experimental groups and one control group. The first group participated in a career education class, weekly counseling and weekly progress monitoring. The second group participated in weekly counseling and weekly progress monitoring and the control group participated in weekly progress monitoring. The dependent measures were number of days students remained in school, number of classes they were enrolled in at the end of the semester or when they withdrew and the percentage of students in each group that completed the semester. Results of an analysis of variance and Chi Square analysis revealed that career education did significantly effect retention of potential dropouts. Results of t-tests revealed that career education did not significantly increase retention of females or Mexican-American males.

The purpose of this study was to analyze the impact of alternative school intervention on subsequent student performance. The literature review examined the history and development of alternative schools, the legislation pertaining to alternative schools, and related studies. The population consisted of students placed in the discipline alternative education program (DAEP) of an alternative school located in a large suburban school district in north Texas. Students placed in DAEP in the spring semester of 2001 in grades 7, 8, 9, and 10 were included in the sample. Data on student success was gathered for the one semester prior to placement (pre-intervention) and for the two semesters after placement (post-intervention). Student success was measured in terms of course grade averages and attendance. The student sample was divided into the following subgroups: grade level, sex, ethnicity, and qualification for the school meal program. The students' grade averages were compared within the subgroups utilizing a one-way analysis of variance (ANOVA). Tukey's post hoc comparison was utilized on the groups when ANOVA was found to be significant. The students' attendance was analyzed by comparing the proportion of days attended in each of the three semesters included in the study. A normal test of two independent means was conducted on the attendance proportions. The results of the study indicated the following significant findings (p <. 05): the eighth-grade students' grade averages were significantly lower in the second post-treatment semester, the 7th-grade students had lower attendance in the first post-treatment semester, the 8th-grade students had lower attendance in the second post-treatment semester, and the 10th-grade students had higher attendance in the first post-intervention semester. The female students' attendance was higher in both post-intervention semesters and significantly higher in the second. A discussion of the dropout rate for this group and recidivism to DAEP was included.

The purpose of the study was to find the relationship between adolescent premarital sexual activity and involvement in the family, school, and church. The sample was composed of 192 adolescents. The data were analyzed for significant relationships by using chi square test of independence. The study found that there were significant relationships between adolescent premarital sexual activity and family structure, family mobility, parental employment, grade level achievement, and parental attendance at school functions. Since the findings of a study of this nature are pertinent to society, further research needs to be done using a more heterogeneous sample and a more refined, limited instrument. The instrument should be further tested for reliability and validity.

Child labor is still a relevant problem in developing countries and understanding the way that households respond in terms of children\'s time allocation to labor market incentives has relevant policy implications. In this paper, I explore a plausibly exogenous trade-induced labor market shock to assess how changes in returns to work affect children\'s time allocation in Brazil. To provide a good proxy for distinctly exogenous changes to the returns to adult labor as well as returns to the child labor I propose a strategy that distinguish between employment shocks that differentially affect adults and children. The results suggest an asymmetric impact on household decisions about children\'s time allocation that depend upon the source of the shock. First, larger import competition shocks concentrated on adult workers decrease the share of children that attend school, while an adverse shock concentrated on child workers has a positive effect on schooling, but the estimates are not statistically significant. On the other hand, both shocks decrease the share of working children. However, shocks on adults increase idleness, while shocks on children increase full-time schooling. I provide evidence that poverty and employment composition pattern are two possible mechanisms behind the results. I also find that adverse shocks on children have positive effects on math scores in a standardized national exam (Saeb) and stronger effects for children living in rural areas. / Trabalho infantil ainda é um problema relevante nos países em desenvolvimento e entender o modo como as famílias respondem a incentivos no mercado de trabalho decidindo como alocar o tempo das crianças tem importantes implicações em termos de política. Neste trabalho, eu exploro um choque plausivelmente exógeno sobre o mercado de trabalho causado pelo comércio internacional para avaliar como mudanças no retorno do trabalho afetam a alocação de tempo das crianças no Brasil. Para medir mudanças exógenas sobre os retornos do trabalho adulto e infantil, eu proponho uma estratégia que distingue entre choques no emprego que afetam diferentemente adultos e crianças. Os resultados sugerem um efeito assimétrico sobre as decisões das famílias com relação à alocação de tempo das crianças a depender da fonte do choque. Primeiramente, choques de importação sobre os trabalhadores adultos diminuem a proporção de crianças na escola, enquanto choques adversos sobre as crianças que trabalham têm um efeito positivo sobre a escolaridade, mas as estimativas não são estatisticamente significantes. Por outro lado, ambos os choques diminuem a proporção de crianças trabalhando. Entretanto, choques sobre os adultos aumentam a ociosidade, enquanto choques sobre as crianças aumentam a dedicação exclusiva aos estudos. Eu forneço evidências de que a pobreza e a composição do emprego são dois possíveis mecanismos por trás dos resultados. Eu encontro ainda que choques adversos nas crianças possuem efeitos positivos sobre a proficiência em matemática no exame nacional de avaliação do ensino básico (Saeb) e que os efeitos são mais fortes em crianças que moram nas áreas rurais

Child labor is still a relevant problem in developing countries and understanding the way that households respond in terms of children\'s time allocation to labor market incentives has relevant policy implications. In this paper, I explore a plausibly exogenous trade-induced labor market shock to assess how changes in returns to work affect children\'s time allocation in Brazil. To provide a good proxy for distinctly exogenous changes to the returns to adult labor as well as returns to the child labor I propose a strategy that distinguish between employment shocks that differentially affect adults and children. The results suggest an asymmetric impact on household decisions about children\'s time allocation that depend upon the source of the shock. First, larger import competition shocks concentrated on adult workers decrease the share of children that attend school, while an adverse shock concentrated on child workers has a positive effect on schooling, but the estimates are not statistically significant. On the other hand, both shocks decrease the share of working children. However, shocks on adults increase idleness, while shocks on children increase full-time schooling. I provide evidence that poverty and employment composition pattern are two possible mechanisms behind the results. I also find that adverse shocks on children have positive effects on math scores in a standardized national exam (Saeb) and stronger effects for children living in rural areas. / Trabalho infantil ainda é um problema relevante nos países em desenvolvimento e entender o modo como as famílias respondem a incentivos no mercado de trabalho decidindo como alocar o tempo das crianças tem importantes implicações em termos de política. Neste trabalho, eu exploro um choque plausivelmente exógeno sobre o mercado de trabalho causado pelo comércio internacional para avaliar como mudanças no retorno do trabalho afetam a alocação de tempo das crianças no Brasil. Para medir mudanças exógenas sobre os retornos do trabalho adulto e infantil, eu proponho uma estratégia que distingue entre choques no emprego que afetam diferentemente adultos e crianças. Os resultados sugerem um efeito assimétrico sobre as decisões das famílias com relação à alocação de tempo das crianças a depender da fonte do choque. Primeiramente, choques de importação sobre os trabalhadores adultos diminuem a proporção de crianças na escola, enquanto choques adversos sobre as crianças que trabalham têm um efeito positivo sobre a escolaridade, mas as estimativas não são estatisticamente significantes. Por outro lado, ambos os choques diminuem a proporção de crianças trabalhando. Entretanto, choques sobre os adultos aumentam a ociosidade, enquanto choques sobre as crianças aumentam a dedicação exclusiva aos estudos. Eu forneço evidências de que a pobreza e a composição do emprego são dois possíveis mecanismos por trás dos resultados. Eu encontro ainda que choques adversos nas crianças possuem efeitos positivos sobre a proficiência em matemática no exame nacional de avaliação do ensino básico (Saeb) e que os efeitos são mais fortes em crianças que moram nas áreas rurais

Faculty of Education. Bibliography: leaves 142-155.

<p>The number of children with disabilities under the age of 18 years around the world varies from 120 to 150 million. In many countries, throughout the world, the majority of children with disabilities either do not receive any form of education or, if they receive any, it is often inappropriate. UNESCO estimates that more than 90% of children with disabilities in developing countries do not attend schools. Rwanda has recently started inclusive education in a number of schools around the country for ensuring that children with disabilities have access to education. Despite this, in Rwanda, many children with disabilities do not attend school and this number is not known. This study aimed to identify the barriers to school attendance by children with disabilities in Rwanda.</p>